Daniel Tröhler is Professor of Education at the University of Vienna, Austria. He is also Visiting Professor at the University of Oslo, Norway.Inga Bostad is Professor of Philosophy of Education and former Pro-Rector at the University of Oslo (UiO), Norway, where is she head of the research project "The Nordic Education Model". She is also Professor at the Oslo School of Architecture and Design, Norway. Bernadette Hörmann is a Postdoctoral Researcher at the University of Oslo, Norway. Sverre Tveit is a Postdoctoral Researcher at the University of Oslo and is Associate Professor at the University of Agder, Norway.

• Introduction: The Nordic Education Model. Trajectories, Configurations, Challenges Part 1: Trajectories 1. Mapping the Nation: Fabricating Citizens From Patriotism Towards Nordicism? 2. The Danish Nation-State as Crafted in Textbook Narratives: From Democracy Toward a Nordic Model 3. Constructions of the In-/Educable: A Nordic Outlook on Changing Legal and Educational Statuses of Pupils with Disabilities 4. Schoolteachers, Child-Centered Education, and the Nordic Education Model: Danish and Norwegian Experiences, 1920–1935 5. Integrating, Segregating, Emancipating? The General and the Specific in Nordic Sámi Education in the Early Twentieth Century and Today Part 2: Configurations 6. The Nordic Model and the Educational Welfare State in a European Light: Social Problem Solving and Secular-Religious Ambitions when Modernizing Sweden and France7. Rooms of Togetherness—Nordic Ideals of Knowledge in Education 8. Understanding as Liberation: The Nordic Education Model as a Way to Becoming Independent Citizens? 9. Trajectories of New Math in the Nordic Countries 10. The Educationalization of the Swedish Welfare State and the Expectations of School Teachers 11. Expertise-seeking Arrangements in Education Policymaking: A Comparison between Norway and the United States Part 3: Challenges 12. Trajectories of Assessment and Certification in the North. Grading and Testing Policy in Norwegian and Swedish Basic Education 13. From Knowledge to Skills and Competence: Epistemic Reconfiguration in Nordic Basic Education, 1980–2020 14. Gender, Equality, and Education—Are We About to Abandon Our Nordic Ideals? 15. From Active Members of the School Community to Active Knowledge Acquirers. The Rhetoric on Students in Norwegian Curricula Across Time 16. International Legitimations of the Swedish School Reform 2015/2018 17. Surveying Policy Discourses Across Time and Space: Internationalization of Knowledge Providers and Nordic Narratives

Daniel Tröhler is Professor of Education at the University of Vienna, Austria. He is also Visiting Professor at the University of Oslo, Norway.Inga Bostad is Professor of Philosophy of Education and former Pro-Rector at the University of Oslo (UiO), Norway, where is she head of the research project "The Nordic Education Model". She is also Professor at the Oslo School of Architecture and Design, Norway. Bernadette Hörmann is a Postdoctoral Researcher at the University of Oslo, Norway. Sverre Tveit is a Postdoctoral Researcher at the University of Oslo and is Associate Professor at the University of Agder, Norway.

• Introduction: The Nordic Education Model. Trajectories, Configurations, Challenges Part 1: Trajectories 1. Mapping the Nation: Fabricating Citizens From Patriotism Towards Nordicism? 2. The Danish Nation-State as Crafted in Textbook Narratives: From Democracy Toward a Nordic Model 3. Constructions of the In-/Educable: A Nordic Outlook on Changing Legal and Educational Statuses of Pupils with Disabilities 4. Schoolteachers, Child-Centered Education, and the Nordic Education Model: Danish and Norwegian Experiences, 1920–1935 5. Integrating, Segregating, Emancipating? The General and the Specific in Nordic Sámi Education in the Early Twentieth Century and Today Part 2: Configurations 6. The Nordic Model and the Educational Welfare State in a European Light: Social Problem Solving and Secular-Religious Ambitions when Modernizing Sweden and France7. Rooms of Togetherness—Nordic Ideals of Knowledge in Education 8. Understanding as Liberation: The Nordic Education Model as a Way to Becoming Independent Citizens? 9. Trajectories of New Math in the Nordic Countries 10. The Educationalization of the Swedish Welfare State and the Expectations of School Teachers 11. Expertise-seeking Arrangements in Education Policymaking: A Comparison between Norway and the United States Part 3: Challenges 12. Trajectories of Assessment and Certification in the North. Grading and Testing Policy in Norwegian and Swedish Basic Education 13. From Knowledge to Skills and Competence: Epistemic Reconfiguration in Nordic Basic Education, 1980–2020 14. Gender, Equality, and Education—Are We About to Abandon Our Nordic Ideals? 15. From Active Members of the School Community to Active Knowledge Acquirers. The Rhetoric on Students in Norwegian Curricula Across Time 16. International Legitimations of the Swedish School Reform 2015/2018 17. Surveying Policy Discourses Across Time and Space: Internationalization of Knowledge Providers and Nordic Narratives

Daniel Tröhler is Professor of Education at the University of Vienna, Austria. He is also Visiting Professor at the University of Oslo, Norway.Inga Bostad is Professor of Philosophy of Education and former Pro-Rector at the University of Oslo (UiO), Norway, where is she head of the research project "The Nordic Education Model". She is also Professor at the Oslo School of Architecture and Design, Norway. Bernadette Hörmann is a Postdoctoral Researcher at the University of Oslo, Norway. Sverre Tveit is a Postdoctoral Researcher at the University of Oslo and is Associate Professor at the University of Agder, Norway.

• Introduction: The Nordic Education Model. Trajectories, Configurations, Challenges Part 1: Trajectories 1. Mapping the Nation: Fabricating Citizens From Patriotism Towards Nordicism? 2. The Danish Nation-State as Crafted in Textbook Narratives: From Democracy Toward a Nordic Model 3. Constructions of the In-/Educable: A Nordic Outlook on Changing Legal and Educational Statuses of Pupils with Disabilities 4. Schoolteachers, Child-Centered Education, and the Nordic Education Model: Danish and Norwegian Experiences, 1920–1935 5. Integrating, Segregating, Emancipating? The General and the Specific in Nordic Sámi Education in the Early Twentieth Century and Today Part 2: Configurations 6. The Nordic Model and the Educational Welfare State in a European Light: Social Problem Solving and Secular-Religious Ambitions when Modernizing Sweden and France7. Rooms of Togetherness—Nordic Ideals of Knowledge in Education 8. Understanding as Liberation: The Nordic Education Model as a Way to Becoming Independent Citizens? 9. Trajectories of New Math in the Nordic Countries 10. The Educationalization of the Swedish Welfare State and the Expectations of School Teachers 11. Expertise-seeking Arrangements in Education Policymaking: A Comparison between Norway and the United States Part 3: Challenges 12. Trajectories of Assessment and Certification in the North. Grading and Testing Policy in Norwegian and Swedish Basic Education 13. From Knowledge to Skills and Competence: Epistemic Reconfiguration in Nordic Basic Education, 1980–2020 14. Gender, Equality, and Education—Are We About to Abandon Our Nordic Ideals? 15. From Active Members of the School Community to Active Knowledge Acquirers. The Rhetoric on Students in Norwegian Curricula Across Time 16. International Legitimations of the Swedish School Reform 2015/2018 17. Surveying Policy Discourses Across Time and Space: Internationalization of Knowledge Providers and Nordic Narratives